CASE STUDY ON CYBER-BULLYING AMONG CRIMINAL …Research Center, 2016).Cyber-bullying is intentional and repeated harm inflicted on people through the use of computers, cellular telephones,

International Journal of Advanced Research in ISSN: 2278-6236

Management and Social Sciences Impact Factor: 7.065

Vol. 9 | No. 1| Jan 2020 www.garph.co.uk IJARMSS | 158

CASE STUDY ON CYBER-BULLYING AMONG CRIMINAL JUSTICE AND PUBLIC

SAFETY STUDENTS OF UNIVERSITY OF BAGUIO

SIONNY B.BILAG

CHRISTIAN B.CADENA

MARIE JOY M. CAPDOS

CHARIES S.CHALMAS

JOSHLEE S.DAWIGUEY

JOGLENN I.GIMARANGAN

BENNEX ANNE M.MOVILLA

RANDY T.OBFAN

ANNABELLE A.TOYOKEN

JEZREEL B.VICENTE

School of Criminal Justice and Public Safety, University of Baguio, Philippines

ABSTRACT

Cybercrime is one of the common crimes today's world of computer, and cyber-bullying is one of the most

common crimes committed using different platforms, one of which is Facebook application. This study on

cyber-bullying is made use of qualitative through a case study that aimed to determine the modes, effects of

cyber-bullying as to personal, academic, and social, and coping mechanisms of cyber-bullying victim-survivors.

There were six (6) participants who were currently enrolled in the criminology program of University of Baguio

during the first semester of SY 209-20. This study was conducted from August to November 2019. The

responses were torn using simple thematic analyses. It revealed that the modes of cyber-bullying among

criminology students are posting photographs that downgrade or humiliate the victim in many aspects, writing

offensive comments. The cyber-bully victims lower their self-esteem and become shy are personal effects. Their

confidence is lowered that leads them for absenteeism are some of the impacts in their academics. Socially, the

family members are also affected and feel ashamed in the community. On the coping mechanism of cyber-

bullying victims, the victims overcome their experience because of church-related activities. These made the

cyber-bully victims strong and motivated to move on despite their experience. Others diverted their activities in

sports and performing well in their jobs.

KEYWORDS: Cyber-bullying, bullying, internet, social media, cybercrime




I. INTRODUCTION

Bullying is any persistent act addressed to a student, intended to cause pain and

discomfort by a more powerful student or group. The act may come in many types like

physical, verbal, relational, and cyber-bullying. The consequences of this act are not

limited to physical illnesses but extend beyond emotional stress deemed more damaging.

Bullying is commonly characterized as an aggressive behaviour that,a) is intended to

cause distress,b) involves an imbalance of power or strength between the aggressor

and the victim, and c)commonly occurs repeatedly over time(Olweus,1993;Nansel,

Overpeck,Pilla,Ruan,Morton,&Scheidt,P.,2001; Reburon, 2018).

Everyone is prone to be a victim of cyber-bullying. There is little doubt today that

being bullied is an adverse and stressful experience that casts a shadow on children’s and

adolescents’ well-being and development (Arseneault, 2018). The increased use of social

media by teenagers has led to cyber-bullying to become a major issue (Stopbullying.gov,

2014).

Cyber-bullying occurs "when someone repeatedly makes fun of another person

online or repeatedly picks on another person through e-mail or text message or when

someone posts something online about another person that they do not like" (Cyberbullying

Research Center, 2016).Cyber-bullying is intentional and repeated harm inflicted on people

through the use of computers, cellular telephones, and other electronic devices and may

occur among people of all ages. Cyber-bullies often mock, harass, threaten, or humiliate

others through electronic messages, images, or video. However, the term is most commonly

used to describe the behaviors as they occur among school-age children, especially

teenagers (Hinduja & Patchin, 2019).




This use of the Internet for communicating by young people has both positive and

negative outcomes. One of the negative consequences of its use is that cyber-bullying is

occurring. Here, bullying is defined as aggressive behavior where a dominant individual or

group abuses their greater power by threatening a less dominant individual (Farrington,

1993; Rigby, 1996; Stephenson & Smith, 1989).

The word cyber-bullying did not exist a decade ago, yet the problem has become a

pervasive one today. Cyber-bullies do not have to be strong or fast. They just need access to

a cellphone of computer and desire to terrorize (Notar, et al. 2013). Cyber-bullying includes

sending, posting, or sharing negative, harmful, false, or mean content about someone else.

It can include sharing personal or private information about someone else, causing

embarrassment or humiliation. Some cyber bullying crosses the line into unlawful or

criminal behavior (Stopbullying.gov, 2014).

In the Philippines, as stated on Section 2 of Republic Act 10627 bullying refers to any

severe or repeated use by one or more students of a written, verbal or electronic expression

or a physical act or gesture, or any combination thereof, directed at another student that

has the effect of actually causing or placing the latter on reasonable fear of physical or

emotional harm or damage to his property; creating a hostile environment at school;

infringing on the rights of another, materially or substantially disrupting the education

process. In the Philippines, these acts are called "cyber-bullying" when committed online.

According to the National Bullying Prevention Center use of technology itself has

evolved, so can bully. Bullying, once restricted to the school or neighborhood, has now

moved into the online world. Bullying through electronic means is referred to as "cyber-

bullying." Typically, when the issue of cyber-bullying is reported on in the popular media, it

is the extreme cases that are presented as if they are the norms. One example of this

occurred in Australia, where it was reported that a nine-year-old grade four female student




received pornographic emails from a classmate (Thorp, 2004). In another example, it was

reported that many of the students were affected at Calabasas High School in California,

where bullying on a website -school scandal. com occurred (Paulson, 2003). The problem

with these types of articles is that they are not portraying an accurate picture of the type

and scope of bullying that is occurring in many online communities.

Cyber-bullying has been extensively studied among pre-adolescent and adolescent

populations in secondary education (Berson, Berson, & Ferron, 2002; Smith & Yoon, 2013;

Ybarra & Mitchell, 2004a, 2004b). The occurrence and characteristics of this phenomenon

among college student populations are largely unknown (Smith & Yoon, 2013; Ybarra &

Mitchell, 2007). Cyber-bullying victimization online has gradually become a focus of concern

due to reported incidents of suicide linked to bullying online (El-Ghobashy, 2010; Schwartz,

2010), the White House Summit on Bullying concerns about cyber-bullying in college (White

House, 2011), and recent publications reporting college students being targets of online

smear campaigns that included racist, sexist, homophobic remarks, or threats of physical

violence (Gilroy, 2013).

India has recorded the highest rate of children falling victim to cyber-bullying in 2018

so far. Over 37% of Indian parents have admitted that their children have been victims of

cyber-bullying at least once, which is 5% more than 2016(Dhiraj, 2018). In the Philippines,

the cases of bullying, according to the consolidated report of Department of Education

(DepEd), bullyingcases on elementary and high school of both private and public schools in

2014 rose by 21% or a total of 6,363 cases, compared with the 5,236 on 2013. This

translates to 31 daily bullying cases from a divisor of 201 school days. The statistics were

disclosed by Rep. Gerald Anthony Gullas Jr., a member of the House committee on basic

education.




The University of Baguio is not just an institution where the students build their

second family; it is also where the teachers are the students' second parents. Just like in a

family, conflicts between students and teachers are normal, but what is not is degrading and

humiliating someone. These things can affect the growth of the students and their

perception of what the purpose of school is; their self-esteem become lower, and

sometimes they thought that their life was absurd that results to depression that triggers

someone to commit suicide.

Bullying behaviors and suicide-related behaviors are closely related. This means

youth who report any involvement with bullying behavior are more likely to report high

levels of suicide-related behavior than youth who do not report any involvement with

bullying. Victims sometimes feel vulnerable and powerless because the bullying can invade

their home through a computer or cell phone at any time of day. They no longer have a

place where they can escape. To a victim, it feels like bullying is everywhere. Additionally,

because the bullies can remain anonymous, this can escalate feelings of fear. Kids who are

targeted have no idea who is inflicting the pain, although some cyber-bullies choose people

they know.

Quality education is not all about good teachers, large buildings nor free education;

quality education also means that school must have a harmonious and peaceful

environment which students can study conveniently, freely and happy, which schools must

not be disrupted by some cases that affect its operation and one of its problem of cyber-

bullying.Just as young people used to spend unmonitored time playing with friends in the

neighborhood, outside the periphery of adults, they are now engaging with each other in

the cyber world, “talking” with each other, “talking” to each other, and “talking” about each

other, often without adult or parental monitoring. While technology allows young people to

connect in meaningful ways, such as the opportunity to share ideas, photos, videos, and




more, the unsupervised nature of the cyber world demands the need for guidance,

guidelines, and social responsibility.

A some what different kind of imbalance may happen when the“ source” of the

negative actions is difficult to identify or confront ,as in social exclusion from the group,

hurt ful gossip that happens behind the student’s back, or when a student is being sent

anonymousc mean not esormessages through short message services(SMS) via phone,

web or mobile communication system.

Figure 1 shows how a student is perceived as a potential victim of bullying, including

cyber-bullying:

Figure 1. Bully/Victim Interaction

As a result, the targeted student responds and treats according to the

way the bully act(Vujicic,2014; Reburon, 2018).




LITERATURE REVIEW

There are many Internet sites dedicated to the issues of bullying in general, and

cyber-bullying in particular, with suggestions as to how to minimize and manage to bully

(see netalert.gov.au or childsafe.net.au for example). Much of this information does not

have a foundation in research. In examining the research on cyber-bullying, research has

been conducted which focus on differences between boys and girls as well as the link

between face-to-face bullying and online bullying (Damian, 2008).

According to Menesini, Nocentini, &Calussi (2011) "To evaluate the nature of

Cyber-bullying, we need to take into account both the type and the frequency of the

behavior,

since some items are serious per se and some others can become in reason of their

frequency” (p. 273). Menesini et al. also addressed the importance of obtaining information

to understand the phenomenon of cyber-bullying and its severity in a given population to

develop specific

prevention and intervention strategies. Cyber victimization affects adolescents during a time

of

social and emotional development where there is a limited ability to self-regulate (Hamm et

al.,

2015).

According to Aboujaoude, Savage, Starcevic, and Salame (2015) inconsistent

associations with gender suggest females are more likely to experience cyber victimization

while males are more likely to perpetrate. To advance adolescent mental health prevention

and intervention strategies, more in-depth research is needed to understand the

implications of Cyber-bullying among adolescents, specifically related to depression due to

cyber victimization.




This study focused on adolescents age 13-18 admitted to an acute inpatient

psychiatric facility. Gowers and Cotgrove (2003) described the adolescent inpatient

psychiatric admission criteria to include individuals who show severe suicidal behavior,

aggression to others, deteriorating overall functioning, or an inability to be effectively

treated by outpatient resources.

With the growth of technology, bullying has expanded into the technological realm.

Labeled cyber-bullying, individuals are using technology, such as cell phones and the

Internet, to bully and harass others to cause harm. The purpose of this study was to expand

prevalence, psychological impact, and coping strategy research with college victims of

cyber-bullying in the United States. Among 799 college students surveyed via the Internet,

8.6% were victims of cyber-bullying. On the Symptom Checklist-90-R, the 69 victims scored

higher than 69 matched controls on depression, anxiety, phobic anxiety, and paranoia, and

were elevated on global severity index and positive symptom distress index scales. Victims

had significantly more suicidal ideations, planning, and attempts. Victims generally coped

with cyber-bullying by telling someone and avoiding friends and peers, with few differences

between genders. The results indicated that cyber-bullying is occurring in a college sample

and having a negative impact on victims (Schenk &Fremouw, 2011).

Recent years have witnessed a surge of research on cyber-bullying. In this article,

three studies examined prevalence rates of cyber-bullying among college-age students,

venues through which cyber-bullying occurs, with a particular focus on social media, and

perceptions of cyber-bullying as a function of features of the target (e.g., peer, celebrity,

groups). Study 1 found texting and social media to be the most commonly used venues for

cyber-bullying victimization. Study 2 determined that features of the target of aggressive

cyber comments influenced perceptions of cyber-bullying. Online offensive comments

directed toward peers were perceived most negatively, whereas those targeted toward




random people known only online were evaluated least negatively. Using an innovative

methodology for examining cyber-bullying, Study 3 found that venue (e.g., Facebook,

comments, forum posts) and features of the target influenced the nature of online

exchanges. Implications for prevention and intervention are discussed (Whittaker &

Kowalski 2014).

This study is very significant for the following reasons: First, many children,

educators, and parents seriously underestimated the prevalence of cyber-bullying and

the harmit causes.It is critical to establish any violence prevention strategy work to raise

the awareness of children, school staff, and parents regarding the link between bullying

and other violent behaviors. Secondly, the nature of cyber-bullying does not necessarily

lend it self to the same interventions that may effectively reduce different types of

conflict among children because bullying involves harassment by power ful students

against others with less power, common conflictre solution strategies.

Theoretical and Conceptual Framework

Agnew's general strain theory (GST) is one of the arguments that have associations

with traditional bullying. According to this theory, there are three kinds of strain, including

failure to attain positively valued ambitions, eradication of positively esteemed stimuli, and

the production of negatively treasured stimuli. GST primarily revolves around the notion

that; strain comes from unconstructive relationships with other people. For instance, a bully

is producing negatively treasured stimuli, whether emotional or physical abuse, to her or his

victim. The sources of strain have indirect links with delinquency and other behavioral

problems. This is because; strain generates adverse effects such as anger or frustration. In

addition, General Aggression Model(GAM) Theory is a meta-theory that considers the role

of personal and situational variables on aggressive behavior, ranging from the biological to

the cultural. Possible mediating variables include internal states(e.g., aggressive thoughts,




angry feelings, increase physiological arousal) and the results of appraisal and decision

processes(automatic and control)(Anderson & Bushman, June 2018). According to

Bosworth, Espelage & Simon (1999, p.344), minors deem aggressive conduct as validated

when a person deserves it, have a likelihood of behaving aggressively.

Routine Activities Theory, like related lifestyle-exposure theory, emerge as a key

theoretical approach in criminology in the latest 1970's. Routine activities refer to

generalized patterns of social movements in a society (i,e., spatial, and temporal patterns in

families, work, and leisure activities)(Wilkstrom, July 2018).

In the self and selfie cyber-bullying theory and structure of late modernity, they

demonstrate not only the growing problem of online intimidation, harassment, and bullying,

but also how contemporary criminological theories need to have a broader perspective in

order to comprehend the very nature of cyber-bullying fully.

Cyber-bullying is not included on the new cybercrime law, but there are pending bills

filed in both houses of Congress on this. Cyber-bullying is part of the Anti-Bullying Act of

2013, but it only covers students up to high school. Adult victims can use the other

provisions of the cybercrime law, like libel and identity theft.

For minors, aside from the newly approved law, it’s also widely believed that

“Republic Act 7610 also known as Special Protection of Children Against Abuse, Exploitation

and Discrimination Act, is recognized as one of the possible laws that can be used by cyber-

bullying victims, especially if the act is done outside the school context.

For adults, they can use the provisions of the cybercrime law, like online libel and

identity theft if a false account was set-up to perpetuate the act. There is a unique challenge

to identify the cyber-bully since bullying can be done anonymously or hide behind a pseudo

https://asksonnie.info/empowering-the-youth-against-cyberbullying-in-the-philippines/

https://asksonnie.info/signed-anti-bullying-act-of-2013-what-to-expect/

https://asksonnie.info/signed-anti-bullying-act-of-2013-what-to-expect/




online personality. But according to Philippine law enforcement groups, they can trace the

identity of the anonymous bully.As the pioneer in advocating cyber wellness in the

Philippines, we believe one way to reduce if not prevent bullying and other cyber abuse

incidents is "educate" stakeholders about cyber wellness (Sonnie, 2016).

Paradigm of the Study

The paradigm of the study presents the flow of the study. The input box contains the means

of committing cyber-bullying, the effect of cyber-bullying on the victims, and the coping

mechanism of cyber-bullying victims. These data substantiate the background of the study.

The process box contains how the data are collected to include the administration of the

interview questions and conduct of informal interviews among selected key information to

formulate the findings of the study. The output box contains the paradigm of the study.

Figure 2. Paradigm of the Study

INPUT

Literature's o the modes,

effect, and the coping

mechanism of cyber-

bullying victims.

Under the provisions of

the Republic Act. 10175.

PROCESS

One on one interview with

the victims of cyber-

bullying.

OUTPUT

Data on the modes,

effects, and coping

mechanisms of cyber-

bullying.

Summary table of the

methods of cyber-

bullying with their

preventive and coping

measures.

Cyber-bullying

programs in the school.




Significance of the Study

The findings of this study which focuses on the cases of cyber-bullying revealed, may

benefits certain groups, and the benefits they may be able to gain are as follows.The

students of University of Baguio School of Criminal Justice and Public Safety will benefit

from the results of this study in terms of being aware of the cause and effect of cyber-

bullying.It would give the parents an idea of the modes of cyber-bullying and made aware of

their children if they were being victimized and to know how they will approach their

children. This study intended to bring more clarity to cyber-bullying and its effects, this

study gathered, analyzed, and evaluated the perceptions of cyber-bullying from school

administrators, school counselors, parents, and external authorities who work in the

University of Baguio. These Individuals in may possess different sets of values, beliefs, and

perceptions than do individuals in, so it was important to study the opinions of influence

and understanding of school policy development and enforcement at the local level. The

school system selected for this study was located in the University of Baguio and

encompassed diverse student demographics. The school system serves diverse communities

with differing racial, cultural, and socioeconomic demographics. This diversity creates an

ideal setting to study the perceptions of those who play a significant role in influencing

school policy and determining the importance of issues affecting students.Future

researchers may use this study as a basis to expand further research about cyber-bullying.

They can use this case study during cyber-bullying awareness and to give guidance and

knowledge on how to best support victims of cyber-bullying from their experiences and to

help them to overcome these challenges. Future researchers will be able to share their

experiences, how it affected them of cyber-bullying, and how they were able to overcome

this experiences.




Objectives of the Study

The study aimed to determine the prevalence of cyber-bullying among Criminology

students at the University of Baguio, specifically to:

1. determine the different modes of committing cyber-bullying;

2. determine the effects of cyber-bullying; and

3. know the coping mechanisms of cyber-bullying victims.

II. METHODOLOGY

Study Design

The researchers made use of a qualitative analysis, in this case, study because it

describes life experiences and gives them meaning. It is suitable in this study because it

helps in the analysis of data gathered through the interview guide that the researchers

made.

Population of the Study

The informants of this study were six (6) Criminology who are currently enrolled in

the University, at least 18 years old, experienced cyber-bullying, and most importantly, the

informant has overcome the said experience. It was the original purpose of the study to

involve Forensic Science students but to no avail of victims of cyber-bullying among them

during the gathering of data.

Data Gathering Tool

A validated interview guide made by the researchers was used to gather the needed

data for this study. The tool was used to gather data on the modes of cyber bullying, effects

of cyber bullying as to personal, academic performance and the social life, and coping

mechanism of the victims. The tool was also presented and was appraised by the members

of the panel during the proposal defense of the study.




Data Gathering Procedures

The researchers forwarded a written request subject to the approval of the Dean of

the University of Baguio, School of Criminal Justice and Public Safety. After permission is

granted to conduct the study, the researchers asked permission to the research

coordinator/anchorperson. The interview guide was used as a data-gathering tool and the

conduct of interviews for the respondents.

Before the interview, the researchers made a thorough and orderly briefing or clear

explanation to all informants regarding the primary purpose of the said interview questions,

implications, or effects to respondents and other related purposes.

All informants were given an ample time to answer the said questions in the

interview guide, without fear or favor malice or ill for the reasons or grounds that the

researcher clarified all grey areas regarding the content of the interview.

Treatment of Data

The data gathered from the interview guide was analyzed and interpreted through

thematic analysis(TA).This was done by grouping the responses of the participants by

themes/categories and served as answers to the problems posed. The themes were

identified by the researchers and became the source of discussion of the study.

Ethical Consideration

The researchers observed the principles of confidentiality and anonymity of research

participants to ensure the privacy and safety of the identified participants. The researchers

informed the informants that the interview conducted may trigger their past experiences on

cyber-bullying. The participants are informed about their rights is not taking part in this

study if they choose to do so, and they were assured of their privacy concerning

confidentiality and anonymity.

In the administration of the interview, the researchers introduced their research

study among the identified participants. There searchers explained to the identified




informants that their identity and their answers will be made confidential and will be used

for academic research purposes only. They will give informed consent to informants before

the researchers' interview after the informant signed the consent; the interview takes place.

III. RESULTS AND DISCUSSION

Modes of cyber-bullying

Posting photograph that embarrasses the victim. This is the most common form of

cyber-bullying experienced by the informants. Photographs of theirs are posted

accompanied by reactions from the audience. The photograph posted is a form of

humiliation on the part of the participants because the subject is affected psychologically

and emotionally.

According to Informant No. 1 “Nabullyakijay Facebook laloijay group chat ta addain

send da ngavideo’kngapinagkakatawaan da ngemkaslakatuwaan lang.” (I was bullied in

Facebook group chat. A video of mine was sent there as a source of laughter). This shows

that the informant is somewhat affected, but not too much. However, According to

Informant 2 "I was bullied when I posted one of the pictures on social media. My Facebook

friends keep on calling me or treating me just like an abnormal person, like a monster." In

this mode of bullying, the victim was humiliated after posting his photograph online. Calling

him "abnormal and monster" online is also a humiliating kind of statement. Similarly,

Informant 4 and 5 were given comments as “Cutie head” and Dwayane Wade respectively.

These are some of the statements that affect the person because of the way they were

commented.

According to Stopbullying.gov (2014), cyber-bullying includes sending, posting, or

sharing negative, harmful, false, or mean content about someone else. Also according to




one faculty member of Criminology “making fun of another using photograph is a form of

cyber-bullying if the subject is affected.”

Offensive comments. Offensive comments may be injurious to the victim. The cyber-

bully victim can read comments on posted materials on Facebook like photographs and

other materials. These comments affect the victims psychologically, emotionally, and

mentally because of the message. According to Informant No. 2 “That's not the only time

that I was bullied, in fact every time I post my picture they keep on mocking on me through

their comments until the time comes that it became worse where it gives me stress, trauma

and it affects my lifestyle."

According to Informant No. 4 “Through Facebook sa harsh comments nilagaya ng big

head nasinasabinilasa akin.” This is a typical example of a comment from a person that

affects another. Using the word "big head" may mean that the informant is different from

the members of the group. It may also mean that the informant is not going through the

decision of the majority members of the group.

The findings above are related to the study conducted by Olweus (1993);Nansel, Over

peck,Pilla, Ruan, Morton,&Scheidt (2001); and Reburon (2018) that states consequences

of cyber-bullying act arenot limited to physical illnesses but extends beyond emotional

stress deemed more damaging. Bullying is commonly characterized as aggressive

behaviour that,a) is intended to cause distress,b) involves an imbalance of power or

strength between the aggressor and the victim, andc)commonly occurs repeatedly.

Online aggressive comments directed toward peers were perceived most negatively,

whereas those targeted toward random people known only online were evaluated least

negatively (Whittaker & Kowalski 2014).




Effects of cyber-Bullying

A. Personal

It lowered theirself-esteem. Self-esteem is having respect for oneself and abilities. The

informants’ self-esteem was affected due to their experience in the cyber-world. According

to Informant 3 “It makes me shy, it lowers my level of confidence in a place where I was

known. Yes, it lowered my self-esteem because I already feel shy.” Also, according to

Informant 5“Nahihiaakodahilsag in agawa ng ka-claseko at mgatropakosapagda-dwomnilasa

akin" and according to Informant 6, "It lowers my self-esteem." These are the responses

from the participants that would mean one of the personal effects of cyber-bullying lowers

one's self-esteem.

Victims had significantly more suicidal ideations, planning, and attempts. Victims

generally coped with cyber-bullying by telling someone and avoiding friends and peers, with

few differences between genders. The results indicated that cyber-bullying is occurring in a

college sample and harming victims (Schenk &Fremouw, 2011).

The findings of the study are related to the general strain theory that primarily

revolves around the notion that strain comes from unconstructive relationships with other

people. For instance, a bully is producing negatively treasured stimuli, whether emotional or

physical abuse, to her or his victim.

They became shy. According to Informant 3“It makes me shy, it lowers my level of

confidence in a place where I was known. Yes, it lowered my self-esteem because I already

feel shy,” and Informant 5“Nahihiyaakodahilsaginagawa ng ka-klaseko at

mgatropakosapagda-dwomnilasa akin.” These personal effects of cyber-bullying is a




constant source of distress on the part of the informants. Further, it made the informants

isolate themselves from others.

B. Academic Performance

The level of confidence is lowered. Here, the informants’ level of academic

performance gone down due to their experience as cyber-bully victims. According to

Informant 2 “My academic performance was affected because my confidence was already

gone. The urge for the academic competition is already gone too. Similarly, according to

Informant 5 “Nahihiyanaakong mag participate saklase at hindinarinnakikisalisamga school

activities.”

The statements imply that the cyber-bully victims refuse to join academics and non-

academic activities due to their experience. The responses also connote that the informants

are limiting themselves in participating in classroom activities.

Not attending class activities. According to Informant 2 “I actually consumed almost

two weeks not attending my classes.” This is an indication that cyber-bullying may be a

cause of students drop out. It can also be a reason for the informant to miss academic

activities; thus, may affect his academic performance as a whole.

On the other hand, Informant 4 said:

“Oodahilbumabaangakingmgagradodahilumaabsentnalangakotuwingnaiisipkoyungpambub

ulynilasa akin.” This shows an indication that the victim might be bullied again, so as a

circumstance, absent in classes may be the answer. This can be an excuse of the informant

to stay away from school because of the judgments from his peers.

C. Social




Family members are ashamed. According to Informant 3“Some of my family members

are already shame in our community. As to my friends, they are avoiding me, especially

during the first two weeks." This means that even family members are also affected by the

bullying experience of their family member. The effects extend to the community, family,

and friends. It also indicates that exclusion from many activities maybe an effect of cyber-

bullying.

According to Informant 4“Sa family

konahihiyaangakingmgakapatidlalonakapagkasamanilaako. Sa mga classmates ko is

palaginilaakongpinagtatawanan at ayawnilaakongkasamakapag may lakad kami.”This

means that a cyber-bully victim may separate himself/herself from the group activities they

have. This effect also indicates psychological harm on the part of the victim.

According to Informant 5“xxx Samga classmates,

kinakantiyawanakolagikapagnaaalalanilaangnangyarinapambubulysa akin.”This response

means the experience of the cyber-bully may recur as one experiences similar acts. This

means further that friends and classmates may not be aware that they are already inflicting

psychological harm to the victim.

Subject of funny stories among friends/classmates. According to Informant 1

“Iyonyungpagnagkakantsawanna, hindinasilalumalapitkasitakotna din

silangmakantsawan.” This is a response that indicates the he is being subject for humiliation

but is trying to compose himself not to be bullied again. According to Informant 6“Pinag

tatawanannilaakolagisabahaynoonguna. Iyongmga classmates konaman, pinagtsi-

tsismisanako.”This means that even family members and classmates contribute to bullying

another. Further, victims expect support from family members, but it is the other way

around. If family members are not open to the stories of the cyber-bully victim, this can

worsen the situation that affect the trust of the victim. According to the Cyber-bullying

Research Center (2016), cyber-bullying occurs “when someone repeatedly makes fun of




another person online or repeatedly picks on another person through e-mail or text message

or when someone posts something online about another person that they do not like.”

Coping Mechanisms of Cyber-bully Victims

Joined church activities. According to Informant 2. “xxx until someone introduced to

me the life of a person living without a good faith to our God. So there, I get involved and

active in all religious activities. I found out it was effective knowing that there are many

things that you can do, not no longer staying home and to learn how to escape on your cage

and learning how to be happy and go wherever freely and being able to love

again."Similarly, according to Informant 6. “My childhood friend invited me to go to church.

After two weeks, that led me to join youth organizations in our church."

These show that the cyber-bully victims found comfort from church mates who guided

them to be actively involved in religious activities. The activities in the church lead them to

forget their experience in cyber-bullying. The findings of this study also suggest that church

mates/friends are instrumental in changing the lives of cyber-bully victims. They guide the

cyber-bully victim and accompany him/her in their activities.

Joined sports activities. This is another coping mechanisms of the cyber-bully victims

among criminology students of the University of Baguio. According to Informant 1,

“Inusarko against them and learn something that can protect me like sports, martial arts

and words; using strength and knowledge." This experience of the cyber-bully victim made

him active in different sports. This became his motivation to succeed in sports activities.

Sports activities are beneficial in releasing any kind of stress, including being a victim of

cyberbullying.In another statement, Informant 3said, “I engaged in sports, I pushed myself




to be the most valuable player. In that way, I was able to turn the bully one into one of my

supporters.”The cyber-bully victim here got courage to excel in sports. It shows that a cyber-

bully can overcome the experience by getting enough support from other people. The

finding indicate that getting awards is a coping mechanism; it boosts the morale of a cyber-

bully victim.

Informant 4“Ginagawakong busy angakingsarili at nagtatrabaho din ako ng part

time sagabikapag may free time naman, sa sports activities.” This shows that the cyber-

bully victim diverted his activities to sports and jobs to forget his experience. This coping

mechanism is physical, and it requires physical effort to forget something. On his job, it

requires adequate knowledge, skills, and attitude to perform. These are the tools of the

informant to overcome his experience.

Overall

In this study, the research participants are composed of five (5) males and one(1)

female. This population contradicts the findings of research conducted by Aboujaoude,

Savage, Starcevic, and Salame (2015), who said: “females are more likely to experience cyber

victimization while males are more likely to perpetrate.”

On the modes of cyber-bullying among criminology students of University of Baguio,

it’s on posting photographs that downgrade or humiliate the victim in many aspects.

Secondly, the writing of comments on published materials and/or in 'group chats' that is

available to public view.

On the personal effects of cyber-bullying, the cyber-bully victims’ self-esteem was

badly affected that made them shy in many aspects of their activities in their community. As

to the academic performance effect, the cyber-bully victims lowered their confidence level

and resulted to not attending school activities, and as to the social effects of cyber-bullying,




the family members became ashamed in their community because they are subject to funny

stories due to the bullying experience.

On the coping mechanism of cyber-bullying victims, the victims overcome their

experience because of church-related activities. These made the cyber-bully victims strong

and motivated to move on despite their expertise. Others diverted their activities in sports

and performing well in their jobs.

After careful study of the findings, the action plan is offered:

Key Result Area Problems Emerged Relative to

cyber-bullying

Control/Preventive Measure/s

(Strategies)

Modes of cyber-

bullying

Students post/give away their

pictures.

Photos that may be subject for

bullying should be kept private to

oneself.

Students participate in heated

arguments/discussion online.

Turn-off notification or comment

to the posted debatable topics, or

for safety, do not participate

when you are not directly

involved.

Effects of cyber-

bullying

Victims lower their self-

esteem

Open the matter to close family

members and ask for their

guidance.

Victims become shy Associate with selected

friends/family members who




understand the situation.

Hand-out with friends and

associate with other people.

Victims tend to lower their

confidence

Engage in school activities by

becoming an active officer or

member of student

organizations/clubs;

Attend seminars/training

conducted among students inside

or outside the school;

Join the sports based on your line

of specialization.

Victims are not attending

classes

Consult the Instructor and explain

the reason for your absence.

Alternately, make a letter to

explain your situation;

Teachers must entertain the

concern of the bully-victim by

making an assessment and make a

further recommendation if

needed and endorse the same to

the proper office, whenever

applicable.

Victims’ family members are The family members should be




ashamed in the community open to receive concern from

other member of the family

especially concerning cyber-

bullying to help the victim

overcome his/her experience;

The family members should be

the first people to listen and

support any member of the family

who became the victim of cyber-

bullying. Thus, their care and love

should be shown to the victim;

Family members should be the

ones to defend the victim by

accepting the truth and explaining

alternatives for the good of all.

Victims are subject of funny

stories

The teachers should think ahead

on what will be the effect to the

victim if a student is being a

subject of bullying online;

Friends should be sensitive in

giving their comments to the

victim. Their words should refined

not to contribute to the

victimization of others.

Coping mechanisms Non-family members are not Family members should listen to




the no. 1 sympathizers of the

victim

victims of cyber-bullying;

Friends should be another avenue

for the victim to disclose his/her

experience. Thus, friends should

be ready to listen and

support/assist the victim;

Teachers should investigate

and/or act promptly to cases of

cyber-bullying to assist, if

possible, the victims.

Other sectors, like church,

barangay officials, must extend

their support to the victim, once

disclosed to them.

Isolation of oneself Be engaged in church activities.

Engage in sports activities in the

community and school.

Participate in any competition

that would encourage teamwork

and group effort in the

community and school.




IV. CONCLUSIONS AND RECOMMENDATIONS

Conclusion

The cyber-bully victims are engaged in social media, particularly in Facebook

platform. Cyber-bully victims downgrades themselves by not believing into their

capabilities; academically, cyber-bully victims become truant to their classes affecting their

performance; family is dragged to issues of cyber-bullying victims. The cyber-bully victims

set intervening measures to get involved in church and sports activities.

RECOMMENDATIONS

1. All persons should be very responsible in using the Facebook platform as a form of

socializing online. One must not post or comment on anything that may affect one's

reputation. This can be done by always putting in one's mind the rule "think before you

click."

2. Selected posts may be done in private by limiting the number of viewers. This can be

done in the setting of the account of a person.

3. To make offensive comments and photographs lightly, not focusing on the possible

adverse effects to you as a person may help one individual to overcome the

victimization;

4. To take cyber-bullying as a challenge by engaging in academic activities fully. Joining

student organizations and their events may help. Volunteering to outreach and

extension services may help redirect one's victimization;




5. The family members, especially parents should regularly check on their children and

determine their concerns as to their education and other matters;

6. The school to spearhead regular church gatherings involving volunteer criminology

students in the University of Baguio without focusing on one religion;

7. The school to enhance their guidance to students to be involved in sports activities by

organizing related sports fest; and

8. To further conduct similar studies focusing on the extent of victimization, how to avoid,

as well as legal provisions on cyber-bullying.

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Documents

CASE STUDY ON CYBER-BULLYING AMONG CRIMINAL …Research Center, 2016).Cyber-bullying is intentional and repeated harm inflicted on people through the use of computers, cellular telephones,